Академический Документы
Профессиональный Документы
Культура Документы
albert.sanchez.riera@upc.edu
fonsi@salle.url.edu
ernesto.redondo@upc.edu
ABSTRACT
1. INTRODUCTION
General Terms
Keywords
Augmented reality, mobile devices, learning processes.
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UXeLATE12, November 2, 2012, Nara, Japan.
Copyright 2012 ACM 978-1-4503-1593-7/12/11...$15.00.
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numerous international projects [3], [4], [5], [6], [7], [8], [9], [10].
These experiences, that use augmented reality in the area of
entertainment and education, demonstrated the great potential of this
technology. But in education, it may still be considered as a new
tool, and further investigation is necessary, paying special attention
to user experience and learning processes [11], because, despite the
ongoing effort to technology implementation, there is also the need
to immerse students in new learning environments, these in turn,
continuously changing [12].
The process has been divided into two parts. On the one hand,
theres a virtual-contents manager program that runs on students
desktop computers, and lets them to create and manage content
channels. User can associate one or several models to one marker
choosing initial visualization scale, and channel and 3d models
name (fig.1). The programming language we decided to use is Java.
One of the biggest advantages of Java is that it runs on a virtual
machine, so that a Java application is independent of the operating
system in which is executed. So it could be used on any computer,
whether Mac, Windows or Linux.
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4. Case Study
In this case, we focused on the study of interventions in the urban
landscape of Barcelona with ICT help. Following these premises,
we worked on the Plaza Flassaders (Fig. 6), who recently
completed the construction of the extension of the Picasso Museum
in 2009.
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4.2 Procedure
5. EVALUATION
To evaluate this exercise all students made an architectural proposal
in a conventional manner, as we said in point 4.2.1 (first phase). In
this case, as mentioned, they designed a sculpture, furniture, or
some kind of intervention for a real space choosing an artistic
reference. After visiting the site, control group and experimental
groups (using AR)
reformulate their proposals. Pre and post
proposals were evaluated using the following criteria:
Means (from 1to 10) and Std. Deviation of the three groups in the
first phase, previous AR training (PRE), were very similar:
Once they visited the site, control group continued developing their
proposals in traditional way. They used for that 3dsmax Sketchup,
and other 3dmodeling tools. They made metric analysis of the scale,
position and orientation of sculptural models proposed in order to
adjust their proposals.
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Mean
Std. Deviation
Android
6.1200
1.7154
No_AR
6.1662
2.2129
ios
6.2978
2.0043
Total
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6.1988
Paired Differences
Mean
1.9057
0.146
Between Groups
Within Groups
87.014 22
Total
87.160 24
PRE--POST_NOAR
Pair 2
Pair 3
(2-
0.09
-2.94
3.12 0.07
0.946
PRE- POST_ios
-1.56
-3.11
-0.19 -2.34
0.048
PRE-POST_And
-1.39
-2.60
-0.17 -2.70
0.031
Sig.
0.073 0.01
Pair 1
Sig.
df
Lower Upper
Sum of Squares
0.982
3.955
nota_pre
nota_post
Gain
Mean
6.1200
7.5112
1.3912
Std. Deviation
1.7154
0.9918
1.4559
Mean
6.1662
6.0762
-0.0900
Std. Deviation
2.2128
2.0716
3.6307
Mean
6.2977
7.8611
1.5633
Std. Deviation
2.0043
1.0982
2.0080
Mean
6.1988
7.1780
0.9792
The overall assessment of the courses was rated 4.18 points out of 5.
This gives an idea of the degree of satisfaction achieved.
Std. Deviation
1.9056
1.5992
2.5245
6. Conclusions
In relation to U-AR, and the use of new technology on learning
processes with mobile devices, some advantages have been found
over other commercial applications such as: the possibility to
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[9]
[10]
[11]
[12]
[13]
[14]
7. REFERENCES
[15]
[16]
[17]
[18]
[19]
[20]
[21]
[1]
[2]
[3]
[4]
[5]
[6]
[7]
[8]
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